Dissertationen: „Patient education“

1

Klässbo, Maria. „HIP disability : patient education, classification and assessment /“. Stockholm, 2003. http://diss.kib.ki.se/2003/91-7349-425-9/.

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Ramones, Valerie. „Patient education and compliance in the hypertensive elderly“. Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276814.

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This study examined the difference among 3 patient education intervention strategies and compliance in the hypertensive elderly. The strategies were verbal instructions, written instructions and both verbal and written instructions. An ex post facto descriptive design was implemented based on a Cognitive Information Processing Theory of Learning. Forty subjects were recruited and interviewed. Data analysis revealed that compliance did not differ significantly with the type of educational strategy.

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Shiri, Clarris. „Patient education : the effect on patient behaviour“. Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/1348/.

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4

Cochrane, Lorna June. „Redefining compliance education“. Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84496.

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Calls for innovations and research echo in the latest reviews and meta-analyses of methods to enhance compliance (Haynes, McDonald, Garg, & Montague, 2003; Pekkala & Merinder, 2002; Peterson, Takiya, & Finley, 2003). In spite of effective therapy emerging daily from medical research, non-compliance appears at disappointing rates. Over the past 25 years, the gap is widening between what we could achieve with available and emerging health care and what we are currently achieving. This lack of compliance with proven therapy thwarts health outcomes and adds to the growing health care costs. In Canada, direct and indirect costs resulting from non-compliance with therapies amount to 7 to 9 billion dollars per year (Coambes, Jensen, Hao Her, Ferguson, Jarry, Wong, & Abrahamsohn, 1995; Coambs, 1997; Tamblyn & Perreault., 1997).
Many stakeholders play a role in the complex compliance equation. The physician plays a key role. Supporting physician maintenance of competence are continuing health educators. Together, the physicians and educators seek to employ the latest evidence in their practices to enhance compliance. Explicating the thinking that guides their medical and educational practices helps researchers and educators to understand problems in current approaches to compliance.
It is argued that prior knowledge is the basis for learning (Limon & Mason, 2002). Understanding current knowledge and behavior of a learner establishes the baseline to build effective educational activities that will impact targeted outcomes. Further, education designed by using learner's prior knowledge is the scaffold for future learning (Alexander, 1996).
This survey research examines the thinking and behavior of a randomized sample of Canadian physicians and networking sample of educators. Quantitative and qualitative analysis of participant thinking and interventions reveal different perspectives and mental models that guide their clinical and educational decisions. The findings reveal important differences with current clinical recommendations. The study identifies important variables that explain the differences and lack of progress in this area.
Directions for future education and research are forwarded. The recommendations, based in theories of change and cognition, offer important insights and opportunities to make advances toward enhancing current rates of compliance.

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凌綽姿 und Cheuk-chi Ling. „Evidence-based pain education programme for cancer patients with pain“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43251365.

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6

Hagemeier, Nicholas E. „Patient Communication and Education“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5434.

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7

Morrical, Kathy Jo S. „Readiness to learn as described by adults experiencing a change in health/illness status“. Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272425.

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8

Westfall, Lee Lucia. „The effects of a structured patient education program on adaptation to cancer“. Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276581.

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This study examined changes in adult learning, adaptation, and anxiety that occurred as the result of the adult cancer education program "I Can Cope." The study utilized a repeated measures descriptive design. A volunteer sample of 19 subjects participated in this study. Changes in each person's pre-mid-post-test scores were measured against their pre-mid-post-test scores on three instruments: (a) Course Inquiry Test; (b) Purpose in Life Test; and (c) A-State Anxiety Inventory. A comparison of scores measured whether any short-term adult learning, adaptation and change in anxiety occurred as a result of the "I Can Cope" Program. The study did demonstrate that an organized adult patient education program could foster and enhance adult learning and adaptation as well as influence anxiety of participants.

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Sluijs, Emmarentiana Maria. „Patient education in physical therapy“. Utrecht : Maastricht : Nederlands Instituut voor Onderzoek van de Eerstelijnsgezondheidszorg ; University Library, Maastricht University [Host], 1991. http://arno.unimaas.nl/show.cgi?fid=5646.

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Cowan, Geraldine M. „Diabetic patient education and motivation“. Thesis, Aston University, 1987. http://publications.aston.ac.uk/14498/.

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Diabetes mellitus is a condition which requires a high degree of patient cooperation in self-management to achieve optimal glycaemic control. The concept of patient education, to enhance the treatment and management of diabetes, is well recognised. Several diabetes education programmes have already been described, but increased knowledge of diabetes did not necessarily result in improved self-mangement or glycaemic control. Other factors, such as attitudes and motivations, may therefore be particuarly important. The aims of the present study were to investigate the influence of patients' attitudes to diabetes, and to develop motivational aspects which enable the application of knowledge to enhance self-management and compliance with treatment. Thirty-one insulin-dependent diabetic (IDD) patients entered into a 12 month educational programme, particularly designed to increase motivation. Patients' attitudes to diabetes, their knowledge and self-management skills were assessed using questionnaires and practical tests, and parameters of glycaemic control were measured. The progress of these patients was compared at intervals with a close matched group of 25 control IFF patients who continued to receive routine clinic care. Patients completing the educational programme achieved better glycaemic control (p< 0.05), greater knowledge (p< 0.001), more favourable attitudes (p< 0.03) and increased competence in management skills (p< 0.02) compared with the control group. Evaluation procedures indicated that the programme was acceptable to the patients, and was successful in terms of increasing patient motivation. Six months after completion of the programme, glycaemic control deteriorated, although knowledge, attitudes and management skills were unchanged. This might reflect the withdrawal of extrinsic motivation, attention and supervision provided during the programme. It is recommended that consideration be given to the development of patients' intrinsic motivation to achieve maximum benefit from diabetes education programmes.

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Towers, Victoria, und Victoria Towers. „Zika Virus: Patient Education Recommendations“. Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/625230.

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As the current growing threat to maternal-fetal health, the most recent and largest outbreak of the Zika virus has introduced the devastating fetal effects of microcephaly and other central nervous system deficits. Therefore, the need for appropriate recognition, treatment, management, and prevention of the Zika virus prompts the necessity for further education and high quality level research to be conducted and utilized. A search of the literature using the databases PubMed, UptoDate, and CINAHL was conducted for articles published between 2009 and 2016. In addition, key informant interviews from various specialties including clinical genetics and public health were conducted. The proposed best practice recommendations for education regarding the Zika virus and appropriate prevention and treatment methods are outlined in an electronic education module that would be delivered to patients and their families prior to visiting their healthcare providers. As the Zika virus continues to spread and further research is conducted regarding its teratogenic effects, the need for concise and effective education is critical in order to raise awareness and conversely decrease the potential for maternal exposure and adverse fetal outcomes.

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DeAdder, Dawna Nadine. „The illness experience of patients following a myocardial infarction : implications for patient education“. Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29706.

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This study used the research method of phenomenology to elicit the patient's perspective of the illness experience following a myocardial infarction (MI). The purpose of studying this experience was to gain an understanding of what it meant to men and women to have a MI, what the learning needs were following a MI, and how these learning needs were met. It was proposed that patients would view the illness experience differently from health professionals, thus the patients would identify different learning needs. Anderson's (1985) adaptation of Kleinman's health care system framework was used to conceptualize this problem. Three males and two females, ranging in age from 42 to 77 years, participated in the study. Data were collected through 11 in-depth interviews. From analysis of this data significant statements were extracted to provide a description of the phenomenon under study. The findings of this study suggest that health professionals and patients do view the MI experience from different perspectives. The emphasis of the patients on understanding the MI experience from the reality of their world is reflected in their attempts to rationalize the occurrence of the MI and their desires to know more about their own MI, prognosis, and treatment. In order to plan patient education that will assist post-MI patients in their recovery health professionals must assess patients individually for their: (1) beliefs regarding risk factors and causes of MI; (2) desire for Information; (3) preference for method of instruction; and, (4) preference for timing of education.
Applied Science, Faculty of
Nursing, School of
Graduate

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Al-Sobayel, Hana I. „Patient education for women with knee osteoarthritis in Saudi Arabia : development of patient education programme“. Thesis, King's College London (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435013.

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14

Willmann, Chantel Shroyer. „Comparison of the effects of programmed instruction versus lecture on knowledge acquisition among post myocardial infarction patients“. Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/834614.

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The purpose of the study was to determine the effects of either a programmed instruction booklet or group lecture on knowledge of post myocardial infarction patients. A convenience sample of 30 post myocardial infarction patients enrolled in Cardiac Rehabilitation at a midwestern hospital were asked to participate.Subjects were assigned either to the experimental group or the lecture group. The pretest was administered to both groups. The experimental group received the self instruction booklet and the lecture group received a posttest was immediately completed by the participants. A nonequivalent pretest-posttest repeated measure design was utilized in the study.The results of the study showed a mean improvement in knowledge scores for both the booklet group and lecture group, with the booklet group having the larger gain in knowledge scores. The knowledge gain however, was not significant at the 0.05 level.
School of Nursing

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Weiss, Rachel. „Patient-centred communication and patient education: a multimodal social semiotic approach“. Doctoral thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25649.

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Patient-centred communication and patient education: a multimodal social semiotic approach This study explores the phenomenon of patient-centred communication within the South African health context. Patient-centred communication involves several distinct but interlinked elements, namely, taking a holistic approach to illness, 'seeing' through the patient's eyes, 'co-constructing' a shared understanding or therapeutic alliance, and sharing decision-making and responsibility where possible. While adopted by medical curricula across the world, a lack of conceptual clarity is common among students, educators, researchers and policy-makers. Furthermore, little research has been done that accounts for contextual factors and non-western settings. This study looks at how fourth year medical students operationalise the 'classroom-taught' principles of patient-centred communication during a health education encounter with patients. Drawing on a qualitative, interpretivist paradigm, the research focuses on communication in the context of language barriers, cultural value differences and socio-economic inequality. This study views students' multimodal health education artefacts as instances of 'informed flexibility' to patients' needs and challenges. The research is located within a Pharmacology curriculum activity where medical students produce personalized health promotion artefacts for rheumatic heart disease patients. Their artefacts are instances of patient-centred communication as well as instances of purposeful pedagogic recontextualisation, in that they realise both epistemic and relational dimensions of health education. Students also write a critique on the process, reflecting on the patient interview and motivating their design choices. Taking a multimodal social semiotic approach, the study draws on Bezemer and Kress' semiotic principles of recontextualisation (2008) for analysis of artefacts. Thematic analysis of students' critical reflections as well as follow-up interviews with their patients illuminate the context and assumptions underpinning students' design choices. The study is significant in several ways. It highlights the complex, multifaceted, multi-layered nature of doctor-patient communication, argues for realism in what can be taught and assessed in a classroom and suggests novel pedagogic approaches. The study also brings an African perspective to patient-centred communication, and in highlighting challenges relevant to the South African health care system, it supports contemporary calls for 'decolonisation' of health sciences curricula. The research contributes to ongoing efforts to eradicate rheumatic heart disease by giving patients a 'voice', raising awareness and supporting preventative programs. Methodologically, the study contributes to Bezemer and Kress' (2008) pursuit of articulating a semiotic methodological framework for multimodal texts.

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Bateman, James. „Virtual patient design in undergraduate education“. Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/62110/.

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Background Virtual patients (VPs) are computerised online representations of realistic clinical cases. Recent technology and software advances position VPs as a standardised, accessible, collaborative teaching tool. We do not know how they should be designed. My research question is: how do different VP design principles influence student experiences when completing VPs? The aim of this study is to provide qualitative and quantitative research evidence to support VP design and development. Methods This research project uses qualitative and quantitative methods to evaluate how VP design influences medical student learning, based on groups of students from three UK medical schools (Warwick, Birmingham, Keele). The initial qualitative research component is a grounded theory (GT) focus group study evaluating VP design properties. The literature review and qualitative research identified the two most important VP properties to research were: (1) branching within the cases; and (2) structured clinical reasoning instruction (SR) intended to promote good clinical decision making in the VPs. The quantitative research component is a multi-centre randomised experimental 2x2 factorial study of undergraduate students at three UK medical schools, conducted to a published protocol. I investigate two most important independent VP design variables: (1) branching, present or absent; (2) SR, present or absent. Outcomes including: (a) VP scores; (b) VP student evaluations; (c) metrics collected from the VP environment; (d) student self-reported case preferences and (e) summative assessment results. The study has institution ethics approval. Results In the qualitative study of six focus groups (n=46), I produced a model describing how VP design influences learning. In the quantitative research, 572 students completed 1773 VPs, and 1223 evaluations, with 296 (50.1%) students completing all four VPs (1184). Key findings were: student expressed preferred SR when present (70.5% of student, P<0.001); there were no significant differences in adjusted global VP scores or evaluation scores (all p>0.3 for the independent variables); institution factors played an important role with higher scores at one centre (p<0.001); and there were significant improvements in Bayesian reasoning with SR present (7% improvement, p<0.001). Discussion This original research is the first GT study into VPs. The quantitative component is the largest study to date in the literature exploring VP design variables. It provides practical lessons for authors and institutions for design and delivery of VPs. All VPs used are available as open education resources.

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Andiric, Linda Reynolds. „Patient Education and Involvement in Care“. UNF Digital Commons, 2010. http://digitalcommons.unf.edu/etd/272.

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A study conducted on patients who underwent total knee arthroplasty indicated that participants who were offered preadmission education for their procedure had statistically better outcomes than patients who had not attended an educational class. The study further focused on patients’ confidence in their ability to take control of their health situations as well as the effect of encouragement and motivation to provide active involvement. Two surveys, the Krantz Health Opinion Survey and the Multi Dimensional Health Locus of Control, were used to assess patients’ innate desires to be involved in their care and if they felt they could render any control themselves on their health. The study showed a statistically significant better outcome when patients received education prior to their procedure. When patients were encouraged and motivated to participate and take control of their rehabilitation after knee surgery, the outcomes were better than with education alone. It is a worthy endeavor therefore for education to be provided before total knee arthroplasty and to identify those patients who need additional encouragement to gain confidence in their abilities in order to positively affect their outcomes. Providing healthcare professionals information about patients’ innate traits regarding their desire or self-confidence to engage in their care could also be useful to allow caretakers to work with patients in the most advantageous manner to achieve better outcomes.

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Vu, Hung V. „Healthcare Optimizing Patient Education Smartcard (H.O.P.E.S.)“. Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10752237.

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The healthcare industry is ever-changing, with the significant advancement of technology compare to 30 years ago. Access to information has become quicker and paper chart has been reduced to the implementation and the creation of an EMR/EHR system. With patients obtaining a healthcare smartcard and acts as a portable EHR, this can help clinicians communicate better with other clinicians and be able to educate their patients on drug therapies, avoid administering duplicate testing, and thus, reduce cost for both the insurance and patients side. H.O.P.E.S. is making its way in the healthcare industry to alleviate burden for patients carrying papers and lab results, when it can be store using the smartcard system. This allows clinicians to access patients’ latest results if patients are seeing multiple clinicians (specialists) for their medical conditions. The smartcard allows physicians to educate their patients, getting them more involve and advocate for a healthier lifestyle.

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Jaworski, Christina A. „In-patient education : are patients' perceived learning needs met following first MI?“ Connect to full-text via OhioLINK ETD Center, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=mco1115838178.

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Thesis (M.S.)--Medical College of Ohio, 2005.
"In partial fulfillment of the requirements for the degree of Master of Science in Nursing." Major advisor: Jane C. Evans. Includes abstract. Document formatted into pages: iv, 85 p. Title from title page of PDF document. Bibliography: pages 66-70.

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Chen, Chen, und Zhou Ning. „The effect of patient education interventions on stoma patients : - A descriptive review“. Thesis, Högskolan i Gävle, Avdelningen för vårdvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-30254.

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Malic, Claudia Cristina. „Personalized patient education in a burn centre“. Thesis, University of Leeds, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.545728.

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Ahmed, Maria. „Embedding patient safety into postgraduate medical education“. Thesis, Imperial College London, 2013. http://hdl.handle.net/10044/1/14141.

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As frontline clinicians, junior doctors (trainees) are being increasingly recognised as powerful agents for change in improving patient safety. However, routine postgraduate medical education (PGME) offers little opportunity for trainees to develop the requisite knowledge and skills to advance safety improvement efforts. This thesis aims to build on the evidence base for patient safety education by developing and evaluating educational interventions informed by users, the existing literature, and educational theory. Section One (Chapters 1 to 3) sets the context for the thesis, providing an introduction to patient safety, relevant educational theory, and the role of education and engagement in improving patient safety. Subsequently, Section Two reports exploratory research to inform the development of a patient safety course for Foundation trainees – junior doctors at the very start of their careers. A systematic review reveals how the UK lags behind international efforts to deliver patient safety education for trainees, and highlights the need to address barriers to its sustainable integration into medical curricula (Chapter 4). An analysis of Foundation trainees’ portfolio entries demonstrates the feasibility of using patient safety incidents (PSIs) experienced by trainees as the basis for learning about patient safety (Chapter 5). Drawing on these findings, Section Three reports the development and evaluation of ‘Lessons Learnt: Building a Safer Foundation’. This is a novel patient safety programme designed to formalise the opportunity for all 1000+ trainees across a Foundation School to learn from PSIs in a structured, facilitated forum. The development and delivery of the programme is first described (Chapter 6), followed by empirical studies to develop senior faculty (Chapter 7), and to evaluate the impact of the programme on trainees’ learning both qualitatively (Chapter 8) and quantitatively (Chapter 9). In Section Four, a different approach is taken to explore non-technical skills (NTS) training for more senior trainees. A tri-continental interview study of 33 surgical team members underlines the need to improve debriefing as a core NTS in Surgery and explores the user perspective on effective debriefing in surgical training (Chapter 10). These findings are used to inform the development of the ‘SHARP 5-Step Feedback Tool for Surgery’ and to evaluate its impact through observation of 100 surgical cases (Chapter 11). A number of conclusions are drawn from the research. Patient safety education is well accepted by trainees and trainers alike, and results in improved safety competencies across knowledge, skill and behavioural domains. It is feasible to embed a large-scale patient safety programme into PGME and to engage senior doctors to support its delivery. Overall, these findings suggest that patient safety education not only improves ‘safety skills’ at an individual level, but may also promote the safety of the wider healthcare system through enhancing medical engagement in patient safety and fostering cultural change. The concluding Section (Chapter 12) summarises the findings in detail. Strengths and limitations of the research are discussed, and recommendations are drawn for accelerating the integration of patient safety education into PGME.

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Risoldi, Sandra. „Preventing Patient on Nurse Violence Through Education“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7186.

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Many nurses are physically and verbally abused by the patients under their care, with those providing care to patients dealing with mental illness or addition being at particular risk. Leadership of the project site, an urban mental health treatment center, identified a need to provide additional education to improve their nursing staff's ability to work with combative patients and prevent escalation of violent behaviors. Albert Bandura's social cognitive theory and adaptation to the environment guided the development of this project to answer the question if an education program for nurses working with potentially combative patients will increase their knowledge of strategies to prevent escalation of violent behavior. The education program was developed using results from an extensive literature review and input from a team of local subject experts, who provided evaluation regarding their satisfaction with the planning process through the completion of an anonymous, 10 questions, Likert-type survey. All team members scored each question with a (5) strongly agree or (4) agree. Project deliverables handed over to the facility included the developed education program, an associated handout, a plan for later implementation, and plans for outcome evaluation through evaluation of learning. This project has the potential to achieve positive social change through less violent encounters between nurses and patients, contributing to an increased culture of safety.

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Rees, Brian Christopher Kern Carolyn W. „Adult client outcomes differences between counselors with education in child-centered play therapy versus counselors without education in child-centered play therapy /“. [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3923.

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Radcliffe-Branch, Deborah S. „Determinants of patient behavior in chronic illness : examining educational interventions for glaucoma patients“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0029/MQ64183.pdf.

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余碧華 und Pik-wa Yu. „Evidence-based patient education programme on reducing pre-operative anxiety level in surgical patients“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43251791.

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Yu, Pik-wa. „Evidence-based patient education programme on reducing pre-operative anxiety level in surgical patients“. Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43251791.

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West, Charles J. Rhodes Dent. „An interactive system for developing multimediated hospital-based patient instruction“. Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064488.

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Thesis (Ed. D.)--Illinois State University, 2001.
Title from title page screen, viewed March 30, 2006. Dissertation Committee: Dent Rhodes (chair), Norman Bettis, Kenneth Jerich, Joaquin Vila. Includes bibliographical references (leaves 110-118) and abstract. Also available in print.

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Nimmo, Graham R. „Materialities of clinical handover in intensive care : challenges of enactment and education“. Thesis, University of Stirling, 2014. http://hdl.handle.net/1893/21540.

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The research is situated in a busy intensive care unit in a tertiary referral centre university hospital in Scotland. To date no research appears to have been done with a focus on handover in intensive care, across the professions involved, examining how handover is enacted. This study makes an original contribution to the practical and pedagogical aspects of handover in intensive care both in terms of the methodology used and also in terms of its findings. In order to study handover a mixed methods approach has been adopted and fieldwork has been done in the ethnographic mode. Data has been audio recorded and transcribed and analysed to explore the clinical handovers of patients by doctors and nurses in this intensive care unit. Texts of both handover, and the artefacts involved, are reviewed. Material from journals, books, lectures and websites, including those for health care professionals, patients and relatives, and those in industry are explicated. This study explores the role of material artefacts and texts, such as the intensive care-based electronic patient record, the whiteboards in the doctors’ office, and in the ward, in the enactment of handover. Through analysis of the data I explore some of the entanglements and ontologies of handover and the multiple things of healthcare: patients, information, equipment, activities, texts, ideas, diseases, staff, diagnoses, illnesses, floating texts, responsibility, a plan, a family. The doing of handover is framed theoretically through the empirical philosophy of Mol’s identification of multiple ontologies in clinical practice (Mol, 2002). Each chapter is prefaced by a poem, each of which has relevant socio-material elements embedded in it. The significance of the findings of the research for both patient care and clinical education and learning is surfaced.

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Klang, Birgitta. „Health-related quality of life and patient education in a group of uremic patients /“. Stockholm, 1997. http://diss.kib.ki.se/1997/91-628-2603-4/.

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Kan, Ching-yee Eva. „Diabetes education in Hong Kong : fulfillment of patient needs, nurse responses and patient satisfaction /“. Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21020425.

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Kan, Ching-yee Eva, und 簡靜兒. „Diabetes education in Hong Kong: fulfillment of patient needs, nurse responses and patient satisfaction“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31220988.

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Breemhaar, Berend. „Development, implementation and evaluation of surgical patient education“. [Maastricht : Maastricht : Rijksuniversiteit Limburg] ; University Library, Maastricht University [Host], 1996. http://arno.unimaas.nl/show.cgi?fid=6699.

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Macpherson, Robertson. „A controlled study of patient education in schizophrenia“. Thesis, University of Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295078.

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Nehring, Wendy M., und D. Dubose. „Integrating High-Fidelity Patient Simulation in Nursing Education“. Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/6734.

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Calabro, Kristin, und Whitney Shields. „Project SHAPE (Students Helping Advocate for Patient Education)“. The University of Arizona, 2010. http://hdl.handle.net/10150/623898.

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Class of 2010 Abstract
OBJECTIVES: The purpose of Project SHAPE was to provide an interdisciplinary workshop for future practitioners from the Colleges of Pharmacy, Medicine and Public Health on health literacy to improve the communication between the patients and their providers. METHODS: Study participants were recruited via email from the Colleges of Pharmacy, Medicine, and Public Health at The University of Arizona. Participants attended a workshop that included a one-hour presentation by Dr. Barry Weiss followed by the development of educational materials on various health topics. A retrospective analysis of the health professional students’ knowledge of health literacy was performed. Materials were provided to El Rio Community Health Center, Colleges of Pharmacy, Medicine and Public Health to distribute to their patients in the Tucson community. RESULTS: Students’ overall knowledge on health literacy and communication with patients improved by 88% after the presentation. A total of nine different low literacy educational materials were developed by the students who attended the workshop. Copies of the educational materials were given to participating students from the other colleges to use in their patient outreach programs. The materials were also distributed to patients at a variety of brown bags, community health fairs, screenings, and El Rio Community Health Center. CONCLUSIONS: Project SHAPE has already affected many future healthcare practitioners through the interdisciplinary workshop. The educational materials will continue to be provided to patients in the Tucson community.

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Deaken, Trudi Anne. „Expert patient education versus routine treatment : X-PERT“. Thesis, University of Leeds, 2004. http://etheses.whiterose.ac.uk/1494/.

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This study aims to evaluate a different approach to diabetes patient education. It begins with an overview of the epidemiology of Type 2 diabetes in recognition that although there have been major developments over the years in identifying and treating diabetes, people with diabetes are still dying prematurely and their quality of their life is still poor when compared to those without the condition. Chapter 2 reviews definitions of health, health behaviour models, relevant international literature and its impact on national policy. Most countries are currently at the experimental stage of developing therapeutic and self-management education programmes. However, routine patient education in Europe and the United States is still based largely on biomedical models. A systematic review of group-based, therapeutic and self-management education programmes for adults with Type 2 diabetes is presented in Chapter 3. This reveals that these approaches to diabetes education improve diabetes control, enhance patient knowledge of diabetes and reduce the requirement for diabetes medication. There is also some evidence to suggest there is increased self-management skills, self-empowerment, quality of life and treatment satisfaction, although further research is recommended to confirm those findings. The tutor's manual for the expert patient programme "X-PERT" is presented in Chapter 4. This was written to encourage the delivery of the X-PERT programme to adults living with Type 2 diabetes. It is designed to illustrate the theories of empowerment and patient activation. Delivery and content of this six-session, group-based, health professional-led diabetes expert patient programme is described in detail. The research proposal for the randomised controlled trial is presented in Chapter 5. A brief background summary is followed by a full description of development of the X-PERT trial, demographic aspects of Burnley, Pendle and Rossendale and the research design. The intervention group was invited to attend the X-PERT programme whilst the control group received routine diabetes treatment. The X-PERT trial tests the hypothesis that delivery of a professional-led, community based, diabetes-specific expert patient programme for adults with Type 2 diabetes based on the theories of patient empowerment and patient activation would: (1) develop the skills and confidence needed for patients to be able to make informed decisions regarding their diabetes self-management; (2) improve biomedical, lifestyle and psychosocial outcomes both in the short term (four months) and longer-term (14 months); (3) meet the International Diabetes Federation (IDF) structure and process standards regarding diabetes education. The results, presented in Chapter 6, support each of the three aspects of the hypothesis stated above. The expert patients, compared with the control group, improved their diabetes control, became more knowledgeable about their diabetes, had a greater sense of empowerment, increased their self-management skills and food related quality of life. Many of the IDF diabetes education standards were also addressed. Chapter 7 considers the strengths and limitations of the trial. It then concludes that a structured, group-based approach to patient education, using models of patient empowerment and activation, offers an improved approach to the treatment of Type 2 diabetes, a serious, expensive and increasing international problem. Pressures on NHS resources from diabetes and its complications are large. Offering people living with diabetes the skills and confidence to self-manage their condition could bring immense benefits, both to those with the condition and to the NHS.

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Heitzer, Julia Gail-Hinckley. „A descriptive analysis of patient education courses in undergraduate and graduate health education programs“. Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1294246.

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The problem of the study was to determine the status of patient education courses offered by undergraduate and graduate health education programs in the United States, and what was being taught in these courses.Two original data collection instruments were created. The first was a demographic tool used to collect data from colleges and universities (n = 120) during May/June 2004, and the second was a 59-item checklist used to conduct the content analysis of patient education course syllabi. It was found that only 9.2% of institutions that responded offered patient education courses, none of the syllabi included all 59 checklist items, there does not appear to be a statistically significant relationship between program accreditation/approval and the offering of a patient education course, and there does not appear to be a statistically significant relationship between programs that prepare students for the CHES examination and the offering of a patient education course.
Department of Physiology and Health Science

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Kirk, Rhonda Rae. „Myocardial infarction : a study of the effects on patient compliance of structured education and participation of a significant other“. Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24416.

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Myocardial Infarction: A Study of the Effects On Patient Compliance of Structured Education and Participation of the Significant Other This study was designed to explore the effects of the independent variables of patient education and the significant other on compliance. The purpose of the study was to test three hypotheses predicting that subjects who receive structured education with their significant other would have higher compliance rates with health care recommendations than would subjects who receive structured and unstructured education without their significant other. The study was conducted with a convenience sample of 12 male patients who had a significant other and had not experienced a previous myocardial infarction within five years. The convenience sample was then randomly and equally allocated into three groups. The control group received unstructured education as currently practiced by nursing staff. One experimental group received structured education from the investigator and the other experimental group of subjects and their significant other received structured education from the investigator. Using a semi-structured interview guide, the investigator interviewed each subject at one month and at three to four months postdischarge from hospital to determine compliance rates with physical activity, dietary, and medication health care recommendations as prescribed by the subject's physician. Open-ended questions were used to determine recommendations and difficulties encountered by noncompliers. More specific questions were used to allow subjects to rate their compliance. Results were subjected to the Kruskal-Wallis rank-sum test with one-way analysis of variance. Statistically significant differences (p < .05) were not found suggesting that method of patient education was not a valid prediction of compliant behaviour. The insignificant findings of this study need to be interpreted with caution because of the small sample size and between group differences of the demographic variables of age and employment. From general observations of the total sample, personal definitions of health, simultaneous demands and the extent of behavioural changes required, and the demographic variables of education and employment appear to influence compliance. These findings suggest that individual differences have an impact on compliant behaviour. Findings also suggest that the significant others of patients with myocardial infarctions are actively involved with the therapeutic regimen prescribed for their mates. The study discusses implications and recommendations for nurse practitioners and researchers who wish to improve their care of myocardial infarction patients and their significant others.
Applied Science, Faculty of
Nursing, School of
Graduate

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Dunlap, Carolyn Patricia. „The comprehension of patient education materials written in Spanish /“. Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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41

Verheye, Jean-Charles. „Le patient éducateur : Caractérisation d’une nouvelle figure d’intervenant en éducation thérapeutique dans le système de santé français“. Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCD092.

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Problématique : En tant que pratique pluridisciplinaire et interprofessionnelle, l'éducation thérapeutique du patient (ETP) invite à l'intervention d'acteurs divers, professionnels de santé et non soignants. L'implication des patients dans l'animation des séances d'ETP est devenue une réalité qui recouvre du fait social. Objectif : Cette recherche qualitative vise à caractériser l'intervention du patient éducateur (PE) dans les séances d'ETP. Méthode : empruntant à la théorie ancrée, nous avons réalisé une étude sur des situations convoquant 10 pathologies (hémophilie, VIH/sida, insuffisance rénale, Mici, diabète, polyarthrite rhumatoïde, insomnie chronique, aphasie, mucoviscidose et BPCO) par analyse de documents, observations non participantes et entretiens semi‐directifs. La validation des résultats selon un principe de saturation théorique nous a permis de proposer une théorisation de la figure du patient éducateur. Résultats : le PE se caractérise à travers dix catégories regroupées en trois familles : éléments constitutifs de son intervention (profil, motivation, recrutement, rapport à l’éthique), éléments structurants (compétences,collaboration) et éléments consécutifs (modalités et finalité de l’intervention, apport spécifiques, devenir). Discussion : le PE est porteur de « compétences de l’éprouvé » issus d’un travail réflexif sur ses savoirs expérientiels. Son intervention est complémentaire de celles des autres acteurs de l’ETP, questionne une collaboration interprofessionnelle et s’envisage sous l’angle de la complexité et d’éco‐système. Conclusion : l’intervention des PE constitue une expression de la démocratie en santé. Son opérationnalisation qui reste à développer plaide en faveur du passage vers une mobilisation de démopraxie en santé
Background : As a pluridisciplanary and interprofessionnal practice, the therapeutic patient education (TPE) requires various actor's, intervention, health professionnals and non health professionals

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Melin, Ingela. „Motivating clinical treatment of obesity : methods, education, supervision and outcome /“. Stockholm, 2004. http://diss.kib.ki.se/2004/91-7140-137-7/.

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Low, Lenora W. Y. „Promoting Shared Decision Making Through Patient Education of Labor Inductions“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1905.

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The induction of labor is medically indicated for many conditions in which delivering the baby outweighs the risk of continuing the pregnancy. Patients admitted for the induction of labor require adequate information to actively participate in decision making that affects their plan of care. The purpose of this quality improvement project was to improve the quality of healthcare delivery and promote patient engagement by providing consistent education using a teaching tool. The project question addressed the impact of a labor-induction teaching tool on improving patient education, participation, and overall satisfaction. The Plan-Do-Study-Act (PDSA) model was used to plan, implement, and evaluate the labor-induction teaching tool in a 9-room labor and delivery unit that averages approximately 1,500 births per year. The teaching tool content was obtained from existing patient education information from the organization's resource library. The nurses piloted the teaching tool for all patients admitted for the induction of labor for 3 weeks. Patient comments supported the use of the teaching tool to improve knowledge, increase participation in decision making, and enhance overall satisfaction. The nurses voluntarily completed an online survey that indicated the teaching tool was easy to use, positively impacted workflow, and supported informed choice. Patient charts were audited and showed a 94% compliance with documentation of education. The success of the teaching tool in improving patient education and decision-making capacity supports the development of other teaching tools, encourages patient and family-centered care, and improves the delivery of quality care.

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Ling, Cheuk-chi. „Evidence-based pain education programme for cancer patients with pain“. Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43251365.

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Cady, Paul Stevens. „Patient counseling and satisfaction/dissatisfaction with prescription medication“. Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184469.

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This study was undertaken to test the satisfaction process as it relates to the consumption of prescription medication. The disconfirmation of expectations model was used as a framework for the study. The study sought to evaluate the impact the provision of drug information has on the satisfaction/dissatisfaction process. To accomplish this, consumers recruited from two community pharmacies were provided with a scenario that described the purchase, and consequences of taking a prescription product intended for the treatment of migraine headache. Each subject received a scenario that contained one of four (4) levels of drug information. The four levels were: (1) no drug information; (2) information about side effects; (3) information about effectiveness; and (4) information about effectiveness and side effects. Each subject also received a scenario that described one of four therapeutic outcomes. They were: (1) no side effects with total elimination of headaches; (2) no side effects with partial elimination of headaches; (3) side effects with total elimination of headaches; and (4) side effects with partial elimination of headaches. The disconfirmation of expectation model was supported by the study. Using an ANOVA model, analyses revealed that the provision of drug information resulted in more positive disconfirmation and higher levels of satisfaction when the outcome of therapy was less than optimal. The measures of future intention were also affected by the provision of drug information. Further analyses revealed satisfaction was a function of expectation and disconfirmation.

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Stine, Elizabeth B. „Effectiveness of De-Escalation Education on Nurses' Confidence and Aggressive Patient Outcomes“. Mount St. Joseph University Dept. of Nursing / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=msjdn1588520157526246.

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Cullins-Clark, Traci Edwynne. „Nurses' Perceptions of Patient Encounters During Bariatric Weight Loss Surgery Education“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6547.

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Many researchers have suggested positive patient-health provider relationships can positively impact patient outcomes. A few focused explicitly on bariatric weight loss surgery (BWLS) professional-patient interactions. This study is significant because BWLS is a recommended tool to combat obesity. The purpose of this study was to analyze the perceptions of BWLS education nurses regarding their patient encounters. This mixed methods research study used an online survey combining quantitative Likert scale questions and open-ended qualitative questions, with social cognitive theory as the theoretical foundation. These explored viewpoints relate to their patient relations expressed by a health professional. Health professional beliefs incorporated into patient interactions has merit within BWLS continuum from presurgery requirements, to the procedure, and post-surgery lifestyle. Many respondents are employed in obesity services programs and received 'snowballs' from other contacted health professionals. The analyzed written response word clouds favor patient-focused care. Participation reluctance by not answering or skipping short answer perspective questions was a quantitative trend. Data revealed survey specific noticeable qualitative tendencies favorable toward patient-centered care and patient health accountability. The anticipated positive social change is a better understanding of issues surrounding the choice for and against BWLS and improved healthcare and health professional-patient communications.

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Dinh, Kim, MaiHuong Nguyen, Ngoc Bich, Terri Warholak und Hanna Phan. „Patient Perceptions of Medication Education in a Vietnamese Community“. The University of Arizona, 2011. http://hdl.handle.net/10150/614603.

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Class of 2011 Abstract
OBJECTIVES: To determine the perceptions of a Vietnamese population provided medication counseling in Vietnamese and their understanding of the directions, the indication, side effects, and importance of adherence to their medications. They also rated the helpfulness of the counseling. METHODS: Vietnamese speaking pharmacists performed medication reviews with Vietnamese adults who self-identified their level of English proficiency. Participants rated the helpfulness of the reviews on understanding medication directions, indication, side effects, and importance of adherence. Demographic data also was collected. The questionnaires were administered after each “brown bag” session. RESULTS: Twenty-nine Vietnamese patients received counseling; all completed the questionnaire (no English proficiency = 8; some = 11; full proficiency = 10). Average number of years residence in the United States was 17.4 (SD = 9.6 years, range from 2 months to 35 years). Approximately half of the patients (44.8%) found having pharmacists who spoke Vietnamese to be the most helpful; 48.2% answered “both” language fluency and shared culture were most helpful. The service was rated “somewhat to very helpful” in understanding medication directions (93%), indication (86%), side effects (79%), and the importance of adherence (79%). CONCLUSION: Overall, subjects found medication review services helpful when provided in their native language, indicating the need for language-directed services to help non-English speaking patients understand their medications.

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Caladine, Lynne Kay. „Physiotherapists' discursive construction of their role in patient education“. Thesis, University of Brighton, 2011. https://research.brighton.ac.uk/en/studentTheses/08d646bd-25c4-4cdc-964c-1d32e1c06ebd.

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There has been little research into physiotherapists‘ role in patient education in the UK. The purpose of this case study was to understand to a greater extent the perceptions and concepts of physiotherapists in relation to their role in patient education with a view to generating new perspectives, informing debate and course development, and providing a springboard to further research. Physiotherapists (16) who were all associated with one Higher Education Institution (HEI) in the UK participated in the study and represented a spectrum of experience from novice to expert. The participants included 4 final year students on the brink of qualification, 9 qualified physiotherapists who were MSc students and 3 physiotherapy academics who taught on practice educator role development modules and were research active. A qualitative, interpretive approach was based on semi-structured interviews which were recorded and transcribed. A two-stage approach to analysis was adopted, with a thematic approach to the total data set followed by deeper analysis of key themes drawing on interpretative repertoire, focussing particularly on the use of metaphor.

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Bossaer, John B. „Opioid Patient Education: What You Don’t Know Could Kill“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/2334.

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Dissertationen zum Thema „Patient education“

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